That education will remain unaffected in profound ways by the war, is difficult to believe. One may very readily, as we say, see these impending changes in too dramatic a way, and begin to talk about profound upheavals and ideals that certainly will never be realized (and we ought to guard against this easy idealizing, which leaves human nature out of the reckoning); still we cannot but feel that in some way a new dimension has been added to the social life as a result of the war, and that education, in dealing with this greater society, must itself be raised to a higher power. If we think, educationally speaking, in terms of a world at all, rather than in terms of individuals, or communities, families and nations, we are quickly impressed by the sense of living in a new order of educational problems, and possessing, it may be, a new variety of self-consciousness. Nations in this new view are thought of as parts of a world, as having many external relations, whereas formerly almost all education has had reference at the most to the internal life of nations. Patriotism has been the expression of its most distant horizon. If we believe that anything new is about to be realized in education, it might seem natural to begin to think about changes from the standpoint and in the terms of the old chapters and topics. We might ask what this or that subject of the curriculum means or must produce that it did not mean and did not produce before; or we might consider the old and the new requirements in the education of the feelings, the will, the intellect; or we might take any other of the educational categories as a basis for a discussion of the philosophy of the school. These programs, however, do not seem to be very inspiring. Would it not be better now to try to distinguish the main fields of life and the main interests in regard to which new questions and new needs have arisen, and see what changes in our educational thought are really demanded by them? On such a plan, internationalism itself would first demand attention, and indeed most of all. In a sense all questions about education must now be considered with reference to internationalism in some way. Then there are the problems already raised during the war and widely discussed, about the teaching of patriotism. Patriotism becomes a new educational problem, a chapter in our theory of education, in which we become conscious of ourselves in a new way, and are aware of our larger field and changed conditions. There are questions, too, about the teaching of the lessons of the war, what we shall think about war in general as a good or an evil, how we shall conceive peace and its values. Changes are taking place in government, and in our ideas of government, and governments are being put to new tests. Political education can hardly fail to be now one of our most serious concerns. Democracy appears to be our great word; the control and education of the democratic forces and the